by Gerrit Bester
What fundamental questions should we consider when revising academic programmes? This was the central theme of a presentation titled "Critical Questions at the HEART of Curriculum Transformation," delivered by Prof Denise Zinn, the Programme Leader for USAf’s Women in Leadership Programme and a curriculum expert.
Her insights were shared during the Faculty of Arts and Design’s online Learning and Teaching Conversations on 17 March and are more relevant than ever as the Faculty’s programmes undergo review.
Prof Zinn began the conversation by asking academic staff, "What do you understand a curriculum to be?" She then shared valuable lessons learnt from her time at Nelson Mandela University (NMU), where she served as Deputy Vice-Chancellor for Learning and Teaching for five years after serving as Dean of the Faculty of Education, before transitioning to her current role as consultant USAf Programme Leader.
Culture of enquiry and humanising pedagogies
In her explanation of how NMU approached curriculum transformation, Prof Zinn emphasised that the key principle of this process was to embrace a culture of inquiry and humanising pedagogies.
She introduced a multi-layered framework titled "Enabling a Way of Becoming for Work and Life," which NMU developed for curriculum transformation. This framework is centered on Learning as the essential purpose within an educational institution (the Why?), while also considering the What? (knowledges), the Where? (the creation of a conducive learning environment), and How? (the methods and pedagogies employed, including how languages are taken into account) within the learning and teaching process.
Assessment plays a crucial role in this framework, helping to determine whether learning has occurred (the So What?). Additionally, the framework acknowledges the larger context of how students (the Who? and heart) will ultimately own and apply their knowledge.
Prof Denise Zinn, the Programme Leader for USAf’s Women in Leadership Programme and a curriculum expert, was the featured speaker at the most recent Faculty of Arts and Design Learning and Teaching Conversations.
Moving beyond an Anthropocentric view
Prof Zinn also emphasised that curriculum transformation requires a shift from an Anthropocentric (human-centered) perspective to one that includes an Ecocentric view. The latter approach acknowledges our connection to nature and our responsibility to respect the web of life, as well as to address the damage caused by the ideological dominance of Anthropocentrism.
During her discussion on a humanising pedagogy, which falls within the realm of critical pedagogies, Prof Zinn highlighted five key pointers for enacting critical humanising pedagogies. These include: recognising the student by valuing their culture and life experiences; incorporating relevant resources that acknowledge diverse forms of knowledge, including languages; employing pedagogies of care and empathy; diversifying learning and teaching approaches to promote inclusivity; and connecting the classroom curriculum with society and the world to foster social consciousness and transformation.
She added that the outcomes of curriculum renewal, particularly in the context of critical humanising pedagogical practice, include fostering a deeper understanding of concepts through examples drawn from students’ own life experiences; enhancing critical thinking skills; promoting student engagement; boosting students’ self-confidence; cultivating a sense of agency; and fostering social consciousness.
She shared three critical guidelines for humanising pedagogies:
Conscientisation: This concept (derived from Paulo Freire’s work) involves fostering critical awareness and consciousness among students regarding the social, economic and political dimensions of scientific knowledge and its impact on society.
Liberation and Empowerment: This guideline emphasises drawing on critical consciousness and creating an inclusive learning environment that values diverse perspectives, experiences and ways of knowing.
Assessment: This entails rethinking traditional assessment methods and incorporating alternative approaches that align with the principles of humanising pedagogy.
In addition, Prof Zinn identified ten curriculum statements that were developed at NMU to be used in curriculum construction and renewal (which should be constantly reviewed): Context, Transformation, Knowledge(s), Curriculum, Innovation, Ulwimi – Language – Taal, Voices of Key Role Players (students and staff), Relationships, Space (safe and brave) and Processes.
The session concluded with a dialogue segment, during which staff raised questions about ensuring regular reflection, how to amplify the student voice and how academics can safeguard students against societal ills. These discussions highlighted the importance of understanding that curriculum development occurs within the context of the zeitgeist (the defining spirit or mood of a particular period of history as shown by the ideas and beliefs of the time) acknowledging that this context has always influenced what is taught and learnt.
The Faculty of Arts and Design remains committed to advancing these critical discussions – of which the Learning and Teaching Conversations is just one – while implementing innovative strategies to ensure that the academic project stays on track and aligns with the evolving needs of students and society.